October 11, 2013 Chariho Middle School CT: Stephen Cormier 7th/8th Grade Science
Observation / Reflection #5: What Just Happened?
For this reflection, describe an activity that you have taught and reflect on how it went. Write your reflection in your Evernote notebook using the lesson reflection model introduced in class and located here to write your reflections. Copy your reflection and paste it into the wikipage linked below:
Observation:
During my third visit to Chariho Middle School, I led a laboratory investigation into what happens to elastic force as a rubber band is stretched. I collaborated with my cooperating teacher during my previous visit and by email throughout the week about what to include in the activity and what I would be doing. I led the activity for one of the two eighth grade science classes after observing him lead the same activity in the prior period. I provided a brief overview of elastic force and its relation to prior labs before I discussed and demonstrated how to set up the activity. Students worked in pairs. One would hook a spring scale to a rubber band placed around a ruler tapped to the table. A meter stick was then placed perpendicular to the ruler, next to the spring scale. The end of the ruler (0 cm) was placed at the point the rubber band and spring scale met. I emphasized that the spring scale needed to be properly zeroed and that the meter stick was at 0 with the rubber band pulled tight (but not stretched). They would then need to pull the rubber band to 2 cm and record the elastic force (in Newtons) from the spring scale and record it in a data table. They would repeat the process every 2 cm until 20 cm.
The period was a split block for lunch and the students left soon after the activity explanation was completed. My cooperating teacher told me that the explanation was very good and that the students should be able to do what they need to do when they come back. When they returned from lunch, I conducted a pre-lab discussion. The five tables of students each received a question to discuss among themselves. After five or ten minutes, I called on each table and discussed the answers with them and the rest of the class. The activity then transitioned to the actual lab. The students completed their measurements and a graph of the data, and would do write-ups sometime next week. At the conclusion of the activity and the lesson, my cooperating teacher informed me that the lab went good and that the students were engaged.
Reflection:
Taxonomy of Reflection
Description
Remembering: What did I want, do, feel, and think? What did the student(s) want, do, feel, and think?
Even though I have coached for five years and subbed for two years, I was nervous before leading the elastic force lab. I was worried about making a mistake in front of my cooperating teacher and the students. I felt that a first impression was very important. In reality, I know my cooperating teacher is there to support and guide me through any mistakes, and that the students are there to learn.
I believe the students may have been curious of me and also wanted to make a good first impression, as they were well-behaved and engaged in the pre-lab discussion. They listened carefully as I explained the lab setup and demonstrated the proper techniques involved.
Understanding: What was important about it? For me? For the student(s)? For both of us?
The lab investigated what happens to elastic force as a rubber band is stretched. It provided students a further look into forces of basic physics and reinforced gravity's nature as a real physical force from the previous lab.
For myself, the activity was a good way to establish an effective whole-class discussion. I focused on movement, wait time, and encouragement in order to create presence and a positive environment. Promoting a positive environment in of itself encourages students to talk and share in a group discussion.
Applying: Where can I use this again?
Lab activities are the cornerstone of a good science curriculum. It provides students a hands-on opportunity to engage in scientific exploration and processes. This elastic force lab was an effective way for students to qualitatively characterize a force and to visualize trends in data. In this case, the amount of force to pull the rubber band eventually plateaued due to the limits of the stretch in the polymers of the rubber band itself. The lab can be used in any unit exploring forces and properties of matter.
Analyzing: Do I see any patterns in what I did?
Movement of the teacher during a whole-class discussion is an effective way to monitor student activity and promote active listening. Utilizing wait time and positive encouragement when posing questions to a student in a whole-class discussion creates a positive environment where students feel comfortable in sharing ideas, validated in their thoughts and ideas, and trust that the teacher will truly listen to them.
Evaluating: What was effective and what was not effective?
Movement, wait time, and encouragement were good methods in forming an engaging discussion and establishing trust in students when I offered help during the actual lab. Too long of a wait time can slow down the momentum of a whole-class discussion. Once or twice I had trouble transitioning from a student that did not have an idea on how to answer a question I posed about potential energy. Afterwards, I learned they did not yet learn about potential and kinetic energy. However, I eventually connected the idea of potential energy to what made their Newton Scooters (rubber band propelled carts) move.
Creating: What could I do next?
Next time, I could analyze the data and graph with them and review any trends found. My cooperating teacher has already planned to do this. In addition, showing them real life applications of elastic force can help them encode the lab experience into a new body of knowledge of forces and physics.
Visit #3
October 11, 2013Chariho Middle School
CT: Stephen Cormier
7th/8th Grade Science
Observation / Reflection #5: What Just Happened?
For this reflection, describe an activity that you have taught and reflect on how it went. Write your reflection in your Evernote notebook using the lesson reflection model introduced in class and located here to write your reflections. Copy your reflection and paste it into the wikipage linked below:Observation:
During my third visit to Chariho Middle School, I led a laboratory investigation into what happens to elastic force as a rubber band is stretched. I collaborated with my cooperating teacher during my previous visit and by email throughout the week about what to include in the activity and what I would be doing. I led the activity for one of the two eighth grade science classes after observing him lead the same activity in the prior period. I provided a brief overview of elastic force and its relation to prior labs before I discussed and demonstrated how to set up the activity. Students worked in pairs. One would hook a spring scale to a rubber band placed around a ruler tapped to the table. A meter stick was then placed perpendicular to the ruler, next to the spring scale. The end of the ruler (0 cm) was placed at the point the rubber band and spring scale met. I emphasized that the spring scale needed to be properly zeroed and that the meter stick was at 0 with the rubber band pulled tight (but not stretched). They would then need to pull the rubber band to 2 cm and record the elastic force (in Newtons) from the spring scale and record it in a data table. They would repeat the process every 2 cm until 20 cm.
The period was a split block for lunch and the students left soon after the activity explanation was completed. My cooperating teacher told me that the explanation was very good and that the students should be able to do what they need to do when they come back. When they returned from lunch, I conducted a pre-lab discussion. The five tables of students each received a question to discuss among themselves. After five or ten minutes, I called on each table and discussed the answers with them and the rest of the class. The activity then transitioned to the actual lab. The students completed their measurements and a graph of the data, and would do write-ups sometime next week. At the conclusion of the activity and the lesson, my cooperating teacher informed me that the lab went good and that the students were engaged.
Reflection:
What did the student(s) want, do, feel, and think?
I believe the students may have been curious of me and also wanted to make a good first impression, as they were well-behaved and engaged in the pre-lab discussion. They listened carefully as I explained the lab setup and demonstrated the proper techniques involved.
For the student(s)? For both of us?
For myself, the activity was a good way to establish an effective whole-class discussion. I focused on movement, wait time, and encouragement in order to create presence and a positive environment. Promoting a positive environment in of itself encourages students to talk and share in a group discussion.